Promoting writing competence through feedback

Basic data for this project

Type of project: Individual project
Duration: 01/06/2021 - 31/05/2024

Description

The aim of the project is to investigate how writing competence in English can be effectively and sustainably promoted through formative feedback in school lessons. Fostering writing competence is of far-reaching importance for the societal participation of young people and is anchored centrally in all core curricula. For international communication, e.g. in today's job market, writing in English is particularly important. However, many adolescents in Germany struggle to write coherent texts in English, and motivation to write is often low. In this project, we therefore intend to promote cognitive, motivational and affective aspects of writing competence by means of formative feedback. The project addresses several research desiderata concerning writing development through feedback. In particular, it is important to systematically investigate formative feedback methods that can be implemented successfully in school or in larger learning groups, such as standardized feedback with text models and advice for text revision or script-based formative peer feedback. In addition, we examine possible differential effects for different learner characteristics, as well as motivational and affective effects of the intervention, and potential transfer effects (e.g. on text coherence when writing in German). We are planning to conduct two intervention studies with an experimental or quasi-experimental pre-post-follow-up design. Both studies will be conducted in English as a foreign language (EFL) classes at the end of lower secondary level. We developed and piloted the English-language learning unit for the project, the unit theme is migration experiences of young people. The focus is on writing and revising essays on migration and friendship; in particular, text coherence (text structure and reasoning) is taken into account. In the first (experimental) intervention study, we examine the effects of standardized formative feedback with text models and advice for text revision in comparison to individualized formative feedback. In the second (quasi-experimental) intervention study, we compare script-based formative peer feedback to script-based formative self-assessments. We assess the ability to write coherent texts by tests, in addition we use questionnaires to explore motivational and affective aspects of writing (self-efficacy, interest in writing, and writing anxiety). The innovative potential of the project lies in the systematic investigation of various formative feedback methods that can be implemented well in larger learning groups. Furthermore, it explores motivational and affective variables as well as possible differential and transfer effects. Findings will therefore contribute to the sustainable development of writing instruction at school.

Keywords: writing competence; formative feedback; EFL; intervention studies